Paramount's local partner, China Movie Channel, declined to comment. So ask relatives about cases on both sides and in both men and women. The process has long been controversial due toits high water and energy needs but with slowing growth of coalpower generation, China's coal companies are seeking newmarkets. Because we wanted Jimmy to directly address the camera at the end of the video, I shot just the one angle. Meanwhile, for an undetermined amount of time, and with a little help from my friends, I will be parachuting into Russia, India and China.
Koshi Terra windchime
This paper looks at the challenges people face in the modern would and will look at topics such as urban environments, the changing economic world and resources management. Over the two years pupils will learn a range of statistical and geographical skills that will be used at the end of year 11 to interpret a booklet that is released before the exam.
Pupils will also use the skills to carry out two compulsory elements of fieldwork that will also be assessed in paper 3. There is no longer any coursework or controlled assessment at GCSE. The new GCSE is very exciting and as a department we cannot wait to teach it to our next set of geographers. Year 7 begins with a unit of lessons on key historical skills which includes a baseline skills assessment.
We finish Year 7 with a unit on Arab civilisation in the Middle Ages, which also covers the Crusades. Year 8 begins with a study of the Tudor period with a focus on the Reformation and the impact this had on England and the Tudor monarchs. This leads onto a unit on the causes, events and consequences of the English Civil War.
The second half of the Year 8 curriculum covers the history of Black peoples of America starting with the origins and nature of the slave trade and culminating with a series of lessons on the 20th century Civil Rights Movement. The Year 9 curriculum has been specifically designed to provide more contextual framework to some of the topics which are covered at GCSE with the new specifications. Year 9 begins with a study of the causes of World War One and this is followed by a study of life and conditions in the Trenches.
By the end of Key Stage 3, pupils will have studied and been assessed on all the key historical skills covered in the National Curriculum. These include evidence, empathy, change and continuity, significance and causation.
As of September the course is broken down into three papers. This comprises a thematic study of Crime and Punishment in Britain, c—present and a study of a historic environment of Whitechapel, c—c It is worth noting that unlike previous incarnations the new GCSE syllabus does not include a unit of coursework or controlled assessment.
We strongly believe that our IJE activities complement the formal curriculum, delivering a rounded positive Jewish experience to our pupils and bringing Judaism to life. Israel Society Have you ever been to Israel? Would you like to go to Israel?
Do you want to know more about Israel? Find out all about Israel, the people, the places, the culture, the food and the fun! Want to try your hand at broadcasting? Each week you will create a part broadcast to inform other pupils about what is going on at Yavneh College.
Ranging from Chagim and Charity events to interviewing teachers and pupils, this is your chance to be a part of Yavneh media. Am Echad Join the charity wing of Yavneh College, develop your leadership and teamwork skills and help put us on the map as a caring and concerned school.
Help us to come up with fundraising schemes and events that are so exciting and enjoyable that all pupils will want to participate in them this term. Movies and Morals There are many ways in life that we can learn things and one way is from television. In this enrichment we shall be watching clips from television shows and films and looking at the moral and ethical lessons that we can learn from these films.
We shall be looking at films and exploring the Jewish sources of topics including the death penalty, saving lives and defining a hero. Israel Advocacy Course Tired of seeing Israel bashed in the news? J-Art Do you like art? Do you like being creative and having fun?
If so this enrichment is for you. You will have the chance to make Jewish arts and crafts from mezuzahs, kiddish cups, challah cloths, decorating glass wear and much more. Most importantly everything you make you will be able to take home and show your friends and family the beautiful things you have made in J-ART.
They will be yours to keep! Yad Yavneh Shabbat is a time when families and friends come together and often a time that many people find difficult to afford. In this enrichment you will get an opportunity to do some real chesed kindness and help those less fortunate than ourselves. You will be helping to prepare different items that people need for Shabbat and chagim, which will then be distributed to the needy members of our community.
This is a repeat of the Thursday enrichment; you cannot do both. Yavneh Sviva Bnei Akiva is coming to Yavneh! Yavneh Sviva will be a place to have fun, play games spend time with your friends and meet cool Bnei Akiva leaders while also learning a bit about Israel, Judaism and much more. You never know you may also get some exciting treats! Look forward to seeing you there! Test your creativity, enterprising skills and your ability to sell a project with a series of fun and exciting activities.
Each challenge will explore an element of Jewish Life so think outside the box and create a product people will want. For all budding entrepreneurs, this is the enrichment for you. Batmitzvah Club Calling all Year 7 girls! Come along and learn about the meaning of Bat Mitzvah and share your own celebrations in a fun environment.
Jewish Ethos Our Jewish ethos is at the core of all that we do, thus our pupils are expected to exemplify the values that they are taught; they are expected to treat others with respect, to contribute to the school community in a positive manner and to play an active part in our tzedakah charity and chesed kindness campaigns. We believe that it is important that our pupils recognise their responsibility towards the various communities to which they belong.
Our tzedakah activities therefore focus each year on three charities selected by the pupils, one being a British Jewish charity, one a British non-Jewish charity and one an Israeli charity. We believe that the Hebrew language is more than just a tool to access classical Jewish texts; it is central to Jewish identity in the modern world and forms a link between our pupils and people of the State of Israel.
All pupils are taught Ivrit as a modern foreign language at Yavneh College. In Year 9, pupils have the opportunity to go on a residential Israel trip at the end of the summer term, visiting the scenes of Biblical, historical and cultural interest that they have learnt about at school and gaining a first-hand insight into contemporary Israeli society. In Year 12, students have the opportunity to visit Poland. In preparation for their visit, they learn about the years of vibrant history experienced by the Jews of Poland and thereby gain a deeper understanding of what was lost as a consequence of the Holocaust.
We aim for our pupils to leave as fluent Hebrew readers who know their way around the siddur and are able to participate when attending services and Jewish events throughout their lives. A voluntary shacharit service, followed by breakfast, is held before school. Parents are most welcome to attend.
The school has its own synagogue, which further enhances the beauty of our services. Yavneh College is a school where Jewish values pervade the life of the school, not simply the Jewish Studies lessons. Yavneh College is a modern orthodox school which welcomes pupils from across the spectrum of Jewish practice. We aim to equip our young people with the skills, knowledge and understanding of their religious and cultural heritage to enable them to participate with confidence and enjoyment as members of the Jewish community.
Yavneh College celebrates the existence of the State of Israel as being central to Jewish life. We strive to imbue pupils with a love of God, Torah and Israel and to teach them to respect human diversity and diverse viewpoints. We aim to be a centre of excellence in Jewish and secular studies, where children learn within a stimulating and nurturing environment. Our goal is to produce young people for whom learning Torah and gaining an insight into wider culture is central to their identity.
We believe that the study of traditional texts, Hebrew language and Jewish history nurtures a school community characterised by a shared tradition and a passion for learning. In Year 7 and 8 all pupils have eight hours of Jewish Studies lessons per fortnight. This is divided into two lessons of Jewish History, two lessons of Talmud, three lessons of Tenach and a one lesson Informal Jewish Education programme.
This course has been specifically designed to end in the Summer Term of Year 9, so that pupils will learn about the history of the State of Israel just before they go on the Yavneh College Israel Tour and see first hand what they have learnt about in the classroom. Talmud is the study of the Oral Law; the teachings that explain, expand and amplify the details of how Jews should keep the Mitzvot. This course is specially designed to teach all pupils the basic facts and laws of Chagim festivals , Shabbat and Kashrut.
This course allows pupils with minimal Jewish knowledge the opportunity to learn the basic, but important, facts of Jewish Knowledge and it allows pupils with a good background of Jewish knowledge to brush up and fill in the gaps on areas that may have been forgotten. Once pupils have completed this course, they start studying Mishnah. In Year 7, pupils learn selected Mishnahyot from Masechet Berachot as well as gaining an understanding of the structure of the Oral Law.
The Mishnahyot chosen for study are based around Tefillah; when and how they should be said. Topics include when it is time to say the Shema and having Kavanah when saying the Shema. During the second half of the year, pupils graduate from Mishnah and start to learn Gemara; the explanations on the Mishnah. Gemara is more academically challenging than Mishnah as it is written in Aramaic, a language similar to Hebrew. The first unit in the Gemara course involves pupils learning about the structure of the Gemara and its layout.
These sugyot have been specifically chosen to be of interest to pupils and to allow them to develop their Gemara skills. In addition to studying these mini-sugyot, pupils are taught key vocabulary that is common to all sections of Gemara. Our KS3 Tenach Bible course is designed to allow pupils the opportunity to study and explore key passages from different sections of the Tenach. In Year 7, pupils spend two terms studying passages from Bereshit and one term studying Sefer Yehoshua.
In addition to studying the passages from the text and some selected commentaries, pupils also consider the messages that these stories can teach to Jewish people living today. In Year 8, Pupils spend two terms studying passages from Shemot and one term studying the book of Shoftim, considering the text, selected commentaries and relevant messages.
In Year 9, pupils begin the year by studying selected passages from Bamidbar and the remainder of the year studying Sefer Shmuel, text, commentary and its meaning. It will be accepted as part of the entrance criteria for Sixth Form. We believe that the curriculum outlined below will provide our pupils with a robust programme of study that enriches their Jewish and ethical knowledge as well as their knowledge of the key beliefs and practices of people of other faiths in Britain today.
Our curriculum will continue to teach tolerance and respect for all people, irrespective of their religious beliefs, coupled with twenty-first century British Values.
Most pupils will focus on the thematic study of specific ethical and philosophical concepts and the Jewish views of them. Over the past fifteen to twenty years, improvements in skiing equipment and studies into the causes of skiing injuries have contributed towards a decrease in the rate of injuries sustained by amateur skiers.
By far the most commonly injured body part for skiers is the knee. Ice hockey is probably the most fast paced team game in the world. It also has the reputation of being dangerous and violent. Both of these factors lead to a high incidence of injuries. Rugby is a tough, competitive contact sport which involves players tackling each other head on and using their full force to move the opposition.
Contact occurs in scrums and rucks, as well as tackles on a player running with the ball. Field hockey presents numerous opportunities for injuries due to the fast paced, repetitive actions of the sport and the use of a long, hard stick and equally hard ball.
A high proportion of these injuries can be prevented by ensuring the correct protective equipment is worn. Netball is a non-contact sport, played mainly by women on a small, hard court. Homework will be set weekly and will include grammar and reading worksheets, writing tasks and also online listening, vocabulary and grammar tasks. This course covers two religions, Christianity and Judaism as well as four ethical themes ensuring they have a diverse choice of engaging subjects.
The course is broken down into two components and there will be a written exam for each component. We expect all students to work hard throughout the course duration and to prepare for periodic assessments as well as the final examinations in May. Mrs L Simpson by email: The topics we will be studying include: Each of these topics will have an end of topic test and there are four mock exams papers students will sit in October, December, February and April.
Your child has been provided with a Business Studies Revision guide and an examination revision workbook to complete throughout the year.
It is crucial that your child begins preparing from September in order to give themselves the best opportunity to be successful in the May examination. The topics that they will be covering are: All portfolios are to be completed by the end of February. Understanding Personal Development and Relationships. This unit is assessed through an examination.
The Social Science Department will provide each student with a revision guide to support independent revision. Ms J Phillips by email: Students are expected to complete their coursework project by February half term.
Students studying this course will sit two mock exams one in December and the other in April. Miss Prothero by email: Project one will be based on a specific food investigation and the other project will be a practical and theoretical based research project. Students are expected to complete all coursework projects by the end of January. Students studying this course will sit two mock exams, one in December and the other in April.
They also have access to GSCEPod to further support their knowledge and understanding of food science. It is important that your child remains committed and focused throughout Year 11 to prepare for the final exam in June. Principles of Food Preparation and Nutrition will be a Written examination: The component will consist of two sections both containing compulsory questions and will assess the six areas of content as listed in the specified GCSE content.
These will be as follows:. Structured, short and extended response questions to assess content related to food preparation and nutrition.
Please note the topic will change every year. Miss Rowe by email: On completion of designs students will be in a position to use the workshops to gain more in-depth experience with the range of tools and equipment, to produce working prototypes of their designs using a range of woods, metals, plastics and composites.
The final element of the controlled assessment will then be dedicated to testing and evaluating the products, before suggesting possible future modifications. Pupils have also been issued with a revision guides in readiness for exam preparation, which will take place on completion of coursework. It is vital that all pupils focus on these last stages, in order to maximise their potential and gain the highest grades possible. Mr S Nugent by email: Students complete two of the three exam units in Year 10, and then complete the third, externally assessed unit in Year Our learners will explore a variety of Dance styles, including; Contemporary, Jazz and Urban.
They will also develop the skills of a choreographer, to analyse, create and refine work for a performance for a specific event or venue. It is crucial that your child is working hard all year to prepare for their dance practical examinations in December, and February and the final external practical and written examination in May. If you require any further information regarding Btec Dance please contact the Subject Leader of Dance by email: Mrs M Hunt by email: They will explore a range of stimuli to create and devise their own drama.
This will be documented in a portfolio of the process journey they have been on. They will develop and apply theatrical skills by presenting a showcase of two performance extracts in the role of an actor or designer. There is also a practical exploration of a performance text to demonstrate their knowledge and understanding of drama through the eyes of a director, and this is assessed in a written examination.
During the course students will visit the theatre twice, this is a compulsory aspect of their studies as they need to answer questions within the written examination on a performance that they are a member of the audience for and they also see the text performed that they will write about in the second section of the examination this helps their understanding vastly.
Costs for these visits are always kept as low as possible to make them accessible to all. We encourage pupils to participate in our school show. The latest one was High School Musical 2.
The set works to be studied this academic year include: The students will complete regular listening practice questions in class and at home as part of their home learning. Alongside the exam preparation, students will spend time completing their coursework. Students will complete a free composition that will be a minimum of one minute in duration. A second composition will be completed in the following year and both compositions must last for a minimum combined time of 3 minutes.
Students will required to provide a score or written analysis to accompanying their recording of their composition.